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Loudoun County Public Schools
JOURNALISM
CURRICULUM GUIDE
Loudoun County Public Schools
Leesburg, Virginia
JOURNALISM
Dr. Edgar B. Hatrick Sharon D. Ackerman
Superintendent Asst. Superintendent, Instruction
Eric Stewart Michele Schmidt Moore
Director of Instruction English Supervisor
(Revised 2006)
2006 Revision Committee
Tammy Pyle
Ike Stoneberger
Sally Toner
The Loudoun County Public Schools elective course in Journalism introduces
students to the basic principles and features of high school journalism, andit prepares
students to work on the school newspaper or yearbook. Successful completion of this
course is a prerequisite for taking Newspaper Journalism I, II, and III, and
Photojournalism I, II, and III.
TABLE OF CONTENTS
Page
Loudoun County Goals for Journalism Instruction ................................... 2
JEA Standards for School Journalism ....................................................... 3
Required Units
History of Topography and Printing ................................................. 6
Introduction to Print Media ............................................................... 8
Introduction to Electronic Media ..................................................... 9
Diversity in the Media .......................................................................... 10
The History of Newspapers ................................................................ 11
The First Amendment .......................................................................... 13
Publishing Design Basics ...................................................................... 14
Principles of Photo Composition ......................................................... 15
Principles of Journalistic Writing ..................................................... 16
Desktop Publishing ................................................................................ 18
4
LOUDOUN COUNTY GOALS FOR
JOURNALISM INSTRUCTION
Opportunities and activities in journalism seek to develop students who:
J1 develop, evaluate, and use a variety of journalism skills.
J2 produce journalism materials of high quality.
J3 understand legal and ethical issues that affect journalism and strive for
objectivity in searching for the truth.
J4 recognize how ideas are communicated from sender to receiver and
understand how mass communication is important to modern living.
J5 understand the history of press.
J6 become more intelligent consumers of the news media.
J7 recognize different kinds of material presented in the media.
J8 explore desktop publishing.
5
Loudoun County’s journalism curriculum includes many opportunities to implement
the Journalism Education Association’s national standards for school journalism
JEA Standards for School Journalism
J.1 The student will demonstrate proficiency in a variety of journalistic
writing.
J.2 The student will explain or demonstrate how writing for electronic media
differs from writing for print media.
J.3 The student will describe or demonstrate good design techniques.
J.4 The student will participate in planning the content and tone of a
publication or broadcast.
J.5 The student will evaluate journalistic products.
J.6 The student will demonstrate proficiency in interviewing..
J.7 The student will write articles based on research.
J.8 The student will demonstrate proficiency in editing.
J.9 The student will correctly use copyreaders’ and proofreaders’ symbols.
J.10 The student will demonstrate familiarity with photography and the uses
of photography in journalism.
J.11 The student will explain or demonstrate business management procedures
relevant to journalism..
J.12 The student will analyze attitudes and biases of writers and
broadcasters.
J.13 The student will indicate a familiarity with the terms, laws, ethics, and
history of journalism.
6
J.14 The student will demonstrate application of journalistic skills to his/her
work in other classes.
J.15 The student will demonstrate or explain how journalism assignments have
required the use of skills he/she has learned in other classes.
J.16 The student will describe some of the uses of computers in journalism.
Additionally, this course addresses many of Virginia’s Standards of Learning for
English and Technology.
7
Journalism Unit 1
The History of Typograhy and Printing
GOAL Students will learn the history of printing, from the earliest printing presses to
modern digital methods.
OBJECTIVES Students will be able to use typefaces, typographical devices and graphic
materials. (J.3, J.4, J.10, J.15)
Students will be familiar with language of typography. (J.3)
Students will be familiar with major methods of printing. (J.3, J.16)
AREAS TO COVER the history of printing type faces
printer’s measurements major methods of
printing
VOCABULARY point body type offset
lithography
pica display type letterpress
Roman condensed gravure
Gothic expanded screen
printing
Italic graphics flush left
cursive/script justify flush right
text/old English slug column rule
face proof bold face
serif camera ready hot type
sans serif VDT cold type
ascender reverse leading
descender typography
SUGGESTED ACTIVITIES
Identify type faces and leading used in different newspapers.
Visit a print shop.
8
Identify faces and sizes of heads used in papers, books, and magazines.
List other graphic devices used in a specific publication.
Select type faces and other graphic devices for an original publication.
9
Journalism Unit 2
Introduction to Print Media
GOAL Students will learn about the various formas and purposes of modern print media.
OBJECTIVES
Students will understand major markets of the U.S. book industry.
Students will understand how editors in some segments decide upon
manuscripts for publication and how wholesalers evaluate upcoming titles.
Students will examine the role of marketing and how the rise of large
bookstore chains has impacted the industry.
Students will examine different kinds of magazines that exist in the United
States.
Students will understand the challenges of launching, editing, and marketing
a magazine.
AREAS TO COVER
Magazine Publishing/Marketing
Book Publishing/Marketing
VOCABULARY
4-color printing publishing house
vanity publishing literary agent
business publications consumer magazines
literary journals trade magazines
comic books “zines”
academic journals newsletters
paid circulation segments
disposable income subscription
selective binding and printing trade books
mass market paperbacks Literary Marketplace
plagiarism
10
SUGGESTED ACTIVITIES
Conduct a poll and publish research on student reading trends in the area of books
and magazines.
Conduct an interview with a published author and present a report to the class or
have the author come to speak to the class.
Hear a guest speaker from a publishing house.
Hear a guest speaker employed at a magazine.
Have students write thoughtful reviews of a best selling novel
11
Journalism Unit 3
Introduction to Electronic Media
GOAL
Students will learn about various forms and purposes of electronic media.
OBJECTIVES
Students will perceive non-print media as iimportant elements of mass
communication. (J.2, J.5, J.13)
Students will assess the impact of non-print media on their own tastes and values.
(J.2, J.5, J.13)
Students will assess the effect of the non-print media on a democratic society.
(J.2, J.5, J.13)
AREAS TO COVER emergence of non-print media
development of radio
development of television
satellite communication
computers
impact of non-print media on journalism
codes of television and radio ethics
VOCABULARY air time satellite communication
audio segment
video script
wire-photo vacuum tube
FCC
SUGGESTED ACTIVITIES Write and/or present a short report with working
bibliography on communication satellites, Federal
Trade Commission, Federal Communications Commission,
commercial television, cable television, Radio Free
Europe, Voice of America, censorship, good taste in
radio/TV programming, Guglielmo Marconi, Samuel F.B.
Morse, Alexander Graham Bell, Thomas Edison.
Visit a local radio or TV station.
Survey listening and viewing habits.
Invite television or radio personalities to class.
12
Journalism Unit 4
Diversity in the Media
GOAL Students will learn about the importance and impact of dicersity in the media.
OBJECTIVES Students must learn to describe themselves better as members of a small,
rural community, as citizens of the United States, and as part of the global
village.
Students shall examine progress made during the last several decades in
encouraging diversity in the media.
Students will collect examples of various print media that demonstrate
successes and failures.
AREAS TO COVER
What do we mean when we discuss diversity?
If we accurately describe our community’s makeup, what do we discover?
Can we understand diversity if we have always lived in this community?
When other cultures around the world think of an American, what image do
they get?
Are publishers and the media helping us learn about other world culture
How has diversity been characterized and presented in America in the last
two decades?
How well are news rooms (local and urban) covering people of various
ethnicities?
As a whole, how successful are news outlets at presenting stories with
diverse ethnic, age, and gender components?
Can we recognize a stereotype?
How do reporters use language that enables readers to understand and
empathize with diverse cultures?
13
VOCABULARY
diversity community makeup
cultures ethnicity
age bias gender bias
stereotype
SUGGESTED ACTIVITIES
Activity #1
Provide students with an assortment of picture/story books, young adult books,
magazines, catalogs, TV guides, newspapers, etc. Be sure many of the selections
have copyrights dating at least back into the early 1970’s; items ten or twenty
years older would be even better. (Check school and public libraries for available
materials.) Students should be placed in groups and asked to examine the books
and record the following: 1) races and cultures represented, 2) how women we are
portrayed, 3) how families look, 4) roles/jobs portrayed, 5) how the elderly are
portrayed. Categorize findings according to age of material and media. Record
information in journals for future activities.
Activity #2
Distribute copies of both our local newspaper (more than one issue … multiple days)
as well as a major metropolitan newspaper. Students in groups should search for
articles that portray different cultures, age, race, gender. Groups should then
further categorize the information as presented as either favorable or
unfavorable. Have groups assign an overall rating for the amount of diversity, using
a scale of 1 to 10 with 1 being very little diversity.
Activity #3
Students are to spend the class period in the computer lab and work in pairs. They
are to visit a minimum of eight major newspaper sites. For each paper, they are to
record the lead stories and what photos or graphics are included. Students should
note the number and type of article according to age, race, gender, and ethnic
background. Information should be recorded in the journal.
14
Activity #4
Discuss/define stereotype. Students are to read and discuss the short story A Worn Path by Eudora Welty. They are to write a news feature using information
from the story as the nut graph, avoiding any stereotypes or bias regarding the
character Phoenix.
Activity #5
Students are to read the short story The Legend of Miss Sasagawara by Hisaye
Yamamoto. Together the class will brainstorm possible news stories generated by
the characters and situations in the story. In pairs they are to pull important
quotes and design possible sidebars and headlines. Students should note any
possible stereotypes use in their writing.
Extension Activity
Students could be assigned a Media Journal for a week in which they record the
number and types of diversity evidenced on the radio, TV, in newspapers, and in
periodicals.
Assessment
Students will receive points for daily participation in discussion groups and for work recorded in
their journals. (Use a standard rubric.) Writing produced will be evaluated using an appropriate
scoring guide.
RECOMMENDED RESOURCES
Assorted picture books, YA literature, and high school literature anthologies -- copies of
the short stories mentioned herein will need to be located; they are available in many
anthologies.
Search engines can be used when searching for news headlines – no less than five ways to
improve and increase coverage in each paper with regard to diversity, giving specific
suggestions.
These are to be recorded in student journals.
1
Journalism Unit 5
The History of Newspapers
GOAL Students will learn the history of printed newspapers, both in the United States and world-
wide.
OBJECTIVES Students will understand and appreciate the development of mass communication. (J.13,
J.15, J.16)
Students will be able to identify the major events in the development of the American
newspaper. (J.12, J.13)
Students will appreciate the roles newspapers have played in a democratic society. (J.13)
AREAS TO COVER Colonial Period
Revolutionary Period
penny press
era of giants
yellow journalism
the modern daily
VOCABULARY sensationalism telegraph
yellow journalism teletype
penny press first amendment
newspaper chain underground press
linotype alternative press
mass circulation
SUGGESTED ACTIVITIES Contrast old newspaper with today’s.
Research and report on any of the following topics: censorship of early European and Colonial American
papers, Milton’s Aeropagetica, government restrictions on access to
the news during the administration of an American president of
choice, present day postal censorship, censorship of books, motion
pictures, radio programs, TV programs and stage presentations,
leaders in communications.
Research the history of a specific paper.
Visit a newspaper office or plant.
2
Journalism Unit 6
The First Amendment
GOAL Students will learn the origins, purposes, and applications of the free press clause of the first
amendment.
OBJECTIVES Students will understand the meaning of and the limitations on freedom of the press.
(J.5, J.13, J.14, J.15)
Students will understand a number of legal restrictions placed on the United States
press. (J.13)
Students will understand the idea that journalism guards the public’s right to know.
(J.14, J.15)
AREAS TO COVER responsibilities of a reporter:
to inform
to interest
to be accurate
to be believable
to be impartial
dangers to freedom of press
role of ombudsman
privileges of reporting
fair comment and criticism
libel (criminal and civil)
slander
VOCABULARY plagiarism propaganda
shield law defamation
managed news copyright
distortion censorship
slant or bias half-truth
impartiality invasion of privacy
misinterpretation
3
SUGGESTED ACTIVITIES Compare national news programs.
Research libel trials or plagiarism cases.
Compare two different newspapers or newsmagazine
stories covering the same news event.
Find examples from news media or role of ombudsman.
Present reports or panel discussions explaining/debating
the conflicts that have developed between the
government and the press in any one of the following
areas:
censorship
news management
“credibility gap”
news leak
national security
trial by press
invasion of privacy
distortion or omission of facts
4
Journalism Unit 7
Publishing Design Basics
GOAL Students will learn the general standards of the printing industry and how printed material is
manufactured.
OBJECTIVES Students will produce dummy copies or proofs of their publications to send to the
printer. (J.3, J.4, J.16)
Students will be familiar with and be able to produce paste-ups as a method of sending
their publication to the printer. (J.3, J.4)
Students will familiarize themselves with the specific guidelines their printer provides
for publication. (J.3, J.4, J.11, J.16)
Students will learn the basic stages of production at a print shop or plant.
AREAS TO COVER: desktop publishing collecting for output
typesetting pagination
print order forms paste-ups
“dummy copy” FTP transmission
e-mail transmission file compression
floppy disk Zip disk
VOCABULARY: fonts
fax
SUGGESTED ACTIVITIES: In groups, review manual from the printer for guidelines.
Print out dummy copies of sections to send to the printer.
Analyze paste-ups from previous issues of publications and
compare and contrast paste-ups to complete electronic
production and transmission of files.
Collect desktop publishing versions of publication for output,
and compress files to send to the printer.
Prepare print order forms and proofs to send to the printer.
Tour a print shop or plant.
5
Journalism Unit 8
Principles of Photo Composition
GOAL Students will learn the features of good journalistic photographs.
OBJECTIVES Students will learn to communicate effectively and aesthetically through photographs.
(J.3, J.10)
Students will decide how to use a photo in a paper and find a suitable subject. (J.4, J.10)
AREAS TO COVER composition of photos
viewer’s interest in photos
writing captions
cropping
VOCABULARY photo story center of interest
candid release
close-up photojournalist
posed copyright
cropping mug shot
cutline background
SUGGESTED ACTIVITIES Invite a photojournalist to class.
Select five stories without photos and discuss what
photos could be used with the stories.
Select a topic that would make a good photo story.
Bring in photos from a paper and examine them in terms
of effectiveness and ineffectiveness.
Write captions for photos without captions.
Take, develop, and print photos.
6
Journalism Unit 9
Principles of Journalistic Writing
GOAL Students will learn the basic writing principles and conventions that journalists in all media
follow.
OBJECTIVES Students will understand newswriting and style and use them effectively. (J.1, J.2)
Students will be able to present opinion without editorializing and state facts accurately
and completely. (J.1, J.2, J.5)
Students will be able to handle correctly several special aspects of newspaper style. (J.1,
J.2, J.5)
AREAS TO COVER spelling
capitalization
abbreviations
punctuation
subject/verb agreement
dangling participles
misplaced modifiers
fragments
run-ons
rewriting guidelines
active/passive voice
VOCABULARY 30 copy
up style stylebook
news English down style
SUGGESTED ACTIVITIES Write a stylebook or style sheet.
Determine style of a particular newspaper.
Work on frequently misspelled words.
Require all or selected writings to be done in the adopted
class style.
7
Journalism Unit 10
Desktop Publishing
GOAL Students will learn how to design and produce documents using a desktop publishing program.
OBJECTIVES Students will learn the basic features of a desktop publishing program
Students will learn how to manipulate text and graphics using a desktop publishing
program.
Students will learn how to copy and paste te
xt from a word processing program to a desktop publishing program.
Students will learn how to scan documents for importation to a desktop publishing
program.
AREAS TO COVER word processing
loading in desktop
placing text
placing graphics
peripherals (scanners and illustrators)
VOCABULARY desktop publishing
hardware
software
word processor
Aldus Page Maker
Microsoft Word
tile
scanner
wrap arounds
kerning
template
laser printer
electronic paste-up
SUGGESTED ACTIVITIES Design a page using back issues of the student
newspaper.
Design an original lay-out.
8
ADVERTISING Required Journalism Unit
OBJECTIVES
Students will be able to place ads on a page, create special kinds of advertising, and deal with
ads that pose problems of task or suitability. (J.1, J.2, J.3, J.4, J.5, J.10, J.15)
Students will become discriminating consumers. (J.5, J.12)
Students will recognize the impact advertising has on journalism. (J.5, J.11, J.12)
Students will perceive the critical role of advertising in today’s economy. (J.11)
AREAS TO COVER basic copy appeals
evolution of advertisement
function of advertising
unique spelling propositions (USP)
goals of advertising copy
basic visual ad appeals
ad selling
VOCABULARY ad basic copy appeals:
display ad mastery
column inch hunger and thirst
clip art sex appeal
logo parental instinct
ad contracts security
ad rate health
direct mail comfort
sociability
beauty
economy
convenience
9
SUGGESTED ACTIVITIES Analyze print and non-print media.
Make ad presentations.
-advertising rep sells ad to customer
-videotape or record an ad
Design an ad copy.
Plan an advertising campaign for a new product.
Analyze propaganda techniques.
Draw up an ad contract.
10
DESKTOP PUBLISHING Required Journalism Unit
11
EDITING AND PROOFREADING Required Journalism Unit
OBJECTIVES
Students will be aware of the practical problems in readying copy for publication. (J.5, J.8, J.9,
J.14)
Students will be able to copyread systematically. (J.8, J.9, J.14)
Students will be able to carry out final tasks of proofreading copy. (J.9, J.14)
AREAS TO COVER copy editing symbols
checking for accuracy
style errors
sentence structure
conciseness
editorializing
libel
poor taste
varied leads
VOCABULARY rewrite
copy editing
editing symbols
proofreading
typo
SUGGESTED ACTIVITIES Exchange rough drafts of news stories, proofread,
edit, putting in the correct marks and then return
for a rewrite (exchange rewrites with a different
individual and proof again).
Proof paste-up of school paper.
Proof paragraph supplied by the teacher, reviewing
the end result with all class members.
Edit a story in class using the overhead projector.
12
EDITORIALS Required Journalism Unit
OBJECTIVES
Students will perceive the differences between factual news and editorials. (J.5)
Students will be able to classify editorials by purpose. (J.5)
Students will understand the purpose, skills, and techniques involved in the writing of
editorials. (J.1, J.4, J.7, J.14, J.15)
Students will understand the many ways in which newspapers influence public opinion.
AREAS TO COVER importance of editorials
purposes of editorials
different types of editorials
relationship between editorializing and possible libel
editorial research
characteristics of good editorials
differences between news stories and editorials
VOCABULARY editorializing types:
editorial argument and persuasion
editorial policy information
editorial cartoons commemoration
editorial “we” commendation
letters to the editor humor and entertainment
editorial board interpretation
SUGGESTED ACTIVITIES Practice writing editorial titles.
Design an editorial cartoon.
Write an editorial tag to a news item.
Write letters to the editor.
Analyze and/or design an editorial page.
Analyze editorials taking opposing views.
Research a controversial subject or problem.
Compare a taped editorial and a written editorial on the
same topic.
13
14
FEATURES Required Journalism Unit
OBJECTIVES
Students will understand special characteristics of a feature story. (J.5)
Students will conceive, develop, and write a feature story. (J.1, J.6, J.7, J.14, J.15)
AREAS TO COVER types of feature stories
nature and purpose of feature story
feature story leads
structure of feature story
sources of material for feature stories
VOCABULARY feature brights types:
feature story human-interest
news peg (tie-in) autobiographical
feature personality
news feature how-to
side bar historical
humorous
color
SUGGESTED ACTIVITIES Compare/contrast similarities and differences among
news and feature stories.
Compare leads of feature and news stories.
Compile a list of ideas for features and later categorize
according to type.
Write a side bar.
Create a human-interest feature story.
Prepare feature brights.
Clip and mount examples of feature stories.
15
HISTORY OF NEWSPAPERS Required Journalism Unit
16
INTERPRETATIVE IN-DEPTH NEWS ARTICLES Required Journalism Unit
OBJECTIVES
Students will understand what interpretive, in-depth news articles are and how they differ
from ordinary news articles. (J.1, J.4, J.5, J.6, J.7)
Students will prepare such articles by following five steps. (J.1, J.4)
Students will write articles on broad or complex subjects. (J.1, J.4)
AREAS TO COVER interpretive, in-depth report
investigative reporting
plan of action
setting up a guiding question or statement
finding a subject
VOCABULARY interpretive, in-depth news article
investigative reporting
spread
news peg
SUGGESTED ACTIVITIES Discuss in class a number of current topics or issues for
your paper that might lend themselves to in-depth
treatment. Divide class into committees to form a plan
of action for in-depth treatment of those stories.
Analyze newspapers and magazines to identify
interpretive, in-depth articles.
Prepare an interpretive, in-depth report.
17
INTERVIEWING Required Journalism Unit
OBJECTIVES
Students will acquire the techniques and skills used during an interview to obtain opinions, ideas,
facts. (J.6)
Students will improve their skills of inquiry, note taking, organization, and writing necessary for
the accurate reporting of an interview. (J.1, J.6)
AREAS TO COVER types of interviews
elements of interview story
preparing for the interview
conducting the interview
essentials of interviewing
note-taking
double checking
attributing
the structure of an interview story
use of tape recorder
VOCABULARY types of interviews:
fact off-the-record
roving reporter attribution
question and answer source
biographical direct quote
historical indirect quote
descriptive partial quote
personality paraphrase
specialist press conference
composite
18
SUGGESTED ACTIVITIES Conduct in-class interview.
Role playing adopting a personality of a famous
person while being interviewed.
Write and/or perform skit on what to do or not to
do in an interview.
Interview a professional reporter.
Analyze a broadcast interview.
Conduct a telephone interview.
Conduct a man-in-the-street interview.
Clip and mount types of interview stories.
19
LAYOUT Required Journalism Unit
OBJECTIVES
The student will be able to prepare a basic newspaper that reflects an understanding of
fundamental design principles. (J.3, J.4, J.5, J.10, J.15)
The student will be able to design individual pages of the newspaper according to the modern
standards of arrangement and emphasis. (J.3, J.4, J.5, J.10, J.15)
AREAS TO COVER basic types of page make-up
length of copy
effective placement and cropping of photographs
headlines
cutlines
advertising
VOCABULARY types of layout:
balanced tombstoning
horizontal jump story
focus and brace flag
big picture floating flag
circus double truck
modular gutter
picture white space
caption or cutline boxes
dummy layout pulled quote
screen tabloid
rule
SUGGESTED ACTIVITIES Plan a dummy layout.
Rework an existing front page using same material.
Critique an exchange paper.
Analyze a page layout.
Compare a magazine and newspaper layout.
Plan a magazine cover.
Prepare camera-ready pages.
Prepare a page lay-out using desktop publishing.
20
NEWSPAPER ORGANIZATION Required Journalism Unit
OBJECTIVES
Students will understand the concept of news. (J.4, J.5, J.12)
Students will be able to identify the main techniques for locating news. (J.4, J.5)
Students will be able to classify different kinds of newspapers and the ways in which
newspapers serve their readers. (J.5, J.13)
Students will be able to identify what constitutes news. (J.5, J.13)
AREAS TO COVER wire service
types of newspapers
divisions of a newspaper
reading newspaper as a consumer and a daily reader
functions of a newspaper
news sources
news elements
printable and unprintable news
VOCABULARY AP types of news elements: review
UPI nearness column
syndicate prominence editorial
mass media conflict feature
mass communication consequence news judgment
commentary timeliness news display
by-line human interest front page
sender in-depth analysis
receiver interpretation
message
21
SUGGESTED ACTIVITIES Compare newspapers from different areas.
Visit a local newspaper.
Select story from paper and discuss sources and evaluate
according to accuracy, balance, objectivity, clarity,
conciseness.
Analyze stories for news elements.
22
SPORTS Required Journalism Unit
OBJECTIVES
Students will perceive what an effective sports story is. (J.5, J.12)
Students will understand how different types of stories can be used to cover sports events.
(J.4, J.5)
Students will understand how a feature story, an interpretive article, an in-depth report, a
column, or commentary can add variety to sports coverage. (J.4, J.5)
Students will be able to write sports story in proper form. (J.1)
AREAS TO COVER types of sports stories
sports story writing
sports features
sports language
VOCABULARY types of sports stories:
advance story cliché
game story jargon
follow-up story box score
combination story stats
sports columns play-by-play
sports features
SUGGESTED ACTIVITIES Find examples of types of sports articles.
Analyze types of sports stories on a sports page.
Compare sports pages and stories from different papers.
Maintain a sports file.
Watch or attend a contest in a familiar sport and write a
follow-up story.
Write an advance story.
Write a feature story.
Plan copy and pictures for sports page of next issue of
school paper.
23
STRUCTURING THE NEWS Required Journalism Unit
OBJECTIVES
Students will be able to write effective news stories. (J.1)
Students will recognize why news stories are arranged in a special way. (J.5)
Students will be able to write several types of leads. (J.1)
Students will improve their ability to express themselves clearly, correctly, and effectively.
(J.1, J.14, J.15)
AREAS TO COVER five w’s and h planned news
inverted pyramid advance story
types of leads coverage story
editorializing follow-up story
objectivity chronological story
use of quotes composite story
spot news
VOCABULARY types of leads: cut-off test
summary lead body
major idea lead scoop
combination lead news judgment
novelty lead identification
quote lead conciseness
editorializing clarity
attribution accuracy
source objectivity
angle WOW! Element
24
SUGGESTED ACTIVITIES Clip story and cut into paragraphs with numbers on back;
have students put them in correct order.
Write news story.
Analyze structure of news stories considering following
elements: summary lead, inverted pyramid order,
attribution, news value, role of editor, writing style, news
beat.
Write different leads using the same set of facts.
Dramatize a “news event” and have students report on
the results.
25
STYLE AND LANGUAGE OF NEWSWRITING Required Journalism Unit
26
BROADCAST NEWSWRITING Optional Journalism Unit
OBJECTIVES
Students will write in an informal, conversational style. (J.1, J.2)
Students will understand length and content of broadcast news items. (J.2)
Students will be familiar with attribution and its proper place in a sentence. (J.1, J.2)
Students will try to develop an “ideal voice.” (J.2)
Students will understand the limitations of time on a broadcaster. (J.2)
AREAS TO COVER writing style
time limitations
attribution
proper position for attribution in a sentence
ideal voice
guidelines for watching newscast
consider source
distinguishing between fact and opinion
recognizing interpretation and editorial opinion
caution in accepting speculation, prediction, and rumor
withhold judgment in an unfolding news event
purpose of lead
VOCABULARY air time clocking off
audio nickel and dime works
video non-original sin
spot talking it up
eyeing it up
27
SUGGESTED ACTIVITIES Tape different news broadcasts and analyze differences.
Listen to different newscasts on radio stations and
compare content based on the stations’ audience.
Visit radio or television station.
Take notes and report to class on organization and
operation of a newsroom.
Observe and report on the following:
number of reporters employed
how local news is gathered
how station obtains national/regional news
how news copy is prepared
determine what special rules the station has
established for writing news stories
Write a radio spot.
Write a broadcast from a written source.
28
CAREERS IN JOURNALISM Optional Journalism Unit
OBJECTIVES
Students will recognize the wide range of jobs available to persons trained in journalism.
Students will identify the characteristics of those suited for work in journalism and related
fields.
AREAS TO COVER suggested career possibilities:
stringer public relations
desk person internship
rewrite person advertising designer
wire reporter advertising copywriter
reporter freelancer
editorial writer photojournalist
market researcher newscaster
specialized reporter scriptwriter
circulation videotape editor
camera operator
SUGGESTED ACTIVITIES Hear guest speakers from various fields.
Research the careers and write or present report.
Design “in house” publications for different fields.
Tour a newspaper operation.
Make an extended list of careers in the world of
communications, including government agencies, education
and research, business and related professions in advertising,
public relations, photography and book publishing.
29
COLUMNS AND REVIEWS Optional Journalism Unit
OBJECTIVES
Students will have an understanding of the satisfaction and rewards of a more creative type of
writing. (J.1, J.5, J.14)
Students will understand the purpose of a column. (J.5)
Students will understand the purpose of a review. (J.5)
Students will write a column and review. (J.1, J.14)
AREAS TO COVER types of columns methods of organizing a column
reader service unified
exchange (high school) anecdotal
news-in-brief departmental
humor
information methods of organizing a review
names approach
reader participation presentation
commentary critical evaluation
purpose of columns difference between review of
characteristics of columns an amateur production
characteristics of reviews and the review of a
professional production
VOCABULARY critic
reviewer
column
syndicated column
standing head
30
SUGGESTED ACTIVITIES Write a column.
Compare a print review of a movie with a non-print review
of the same movie.
Write a review of a new television show or movie.
Analyze reviews and columns for methods of organization.
Suggest names for new columns that could be added to
the school paper.
Suggest interesting and timely questions for an inquiring
reporter.
31
HEADLINES Optional Journalism Unit
OBJECTIVES
Students will understand the characteristics of headline language. (J.1)
Students will be able to write lively, interesting, and informative headlines.
AREAS TO COVER headline schedule
counting headlines
types of headlines
faults of headlines
purpose of headlines
VOCABULARY flush left down style
flush right deck
centered label
headline schedule banner
mast head kicker
unit count subhead
up style
SUGGESTED ACTIVITIES Write at least three headlines for the same story.
Write heads for the front page of the current issue of
the school paper, being sure the point and type fits the
space for the paper’s design.
Clip three news stories from the local paper, and write a
Headline for each using a count similar to the printed
head.
Evaluate headlines on how well they exemplify the
principles of good headline writing.
32
33
MASS MEDIA: PRINT (EXCLUDING NEWSPAPERS) Optional Journalism Unit
OBJECTIVES
Students will perceive the role that magazines and specialized periodicals have as elements of
mass communication. (J.5, J.13)
Students will discover and appreciate contributions made to our society by magazines and
specialized periodicals. (J.5, J.13)
Students will recognize the different kinds of magazines and the ways in which they serve their
readers.
AREAS TO COVER types of magazines
differences between newspaper writing and magazine writing
magazine development
specialized periodicals
VOCABULARY types of magazines: in-house
newsmagazine ethnic
professional and business regional
general interest entertainment
special interest Sunday supplements
consumer affairs letter of query
free-lancing
newsletter
34
SUGGESTED ACTIVITIES Identify audiences for which types of magazines are
intended.
Study the relationship between a magazine’s editorial
content and the advertising it accepts.
Prepare a list of types of articles to be published in a
specific magazine in the future.
Analyze a familiar weekly or monthly magazine.
Plan a magazine cover.
Write letters of query to be addressed to a publication
or editor.
35
PHOTOGRAPHY Optional Journalism Unit
36
SPEECHES AND MEETINGS Optional Journalism Unit
OBJECTIVES
Students will be able to write an eyewitness report on a meeting or speech at which they were
present. (J.1, J.5, J.6, J.7)
Students will develop effective communication skills needed for writing news stories based on
speeches and public meetings. (J.1, J.5, J.6, J.7)
AREAS TO COVER speech story preparation
writing the coverage story
elements of the speech story
public meeting report
panel discussions
advance story
published report story
follow-up story
VOCABULARY direct quotes beat
indirect quotes correspondent
partial quotes background
eyewitness reporting cross-referencing
context credibility
SUGGESTED ACTIVITIES Attend a meeting or speech and write a story.
Play a taped or recorded speech to emphasize note-
taking skills.
Publish a “report” based on a survey.
Find current examples of speeches covered by news
media.
Look for examples of informal comments in a story that
could lead to misunderstanding of speaker’s intent.
Write a story from a published report.
37
SURVEYS AND POLLS Optional Journalism Unit
OBJECTIVES
Students will learn the two methods of data gathering and how they differ. (J.7)
Students will learn how to insure a random sample for a survey or poll. (J.7)
Students will learn the ways to improve a systematic survey. (J.5, J.12, J.14)
AREAS TO COVER methods of data gathering
quantitative
qualitative
margin for error
problems pollsters face
areas in which a poll can be non-objective and unreliable
ways questioning can bias a poll
way to conduct a survey
influence of polls on society
VOCABULARY bias pollsters
quantitative sample
qualitative survey
universe poll
population margin of error
random man-on-the-street
SUGGESTED ACTIVITIES Conduct a survey.
Conduct a marketing survey for your high school paper.
Evaluate poll stories for:
objectivity
accuracy
areas of bias
sufficient information to evaluate results
margin of error
38
TYPOGRAPHY AND PRINTING Optional Journalism Unit
39
MEDIA RESOURCES
BOOKS
Bates, Jefferson P. Writing With Precision. Washington, D.C.: Acropolis Books, Ltd.,
1978.
Fadiman, Clifton and James Howard. Empty Pages: A Search for Writing Competence in
School and Society. Belmont, CA: Fearon Pitman Publishers, Inc., 1979.
Greenman, Robert. The Adviser’s Companion. New York, NY: CSPA, 1991.
Gunther, Deborah and others. Writing. Menlo Park, CA: Addison-Wesley Publishing Co.,
Inc., 1978.
Smith, Helen F., editor. Springboard x Journalism. New York, NY: CSPA, 1991.
Thomas, James L. Turning Kids on to Print Using Non-Print. Littleton, CO: Libraries
Unlimited, Inc., 1978.
Available Through: Media Center
Leesburg, Virginia
FILMSTRIPS
Advertising Messages and You (10 to 15 min.) FSS-1259
Advertisers themselves explain to the audience why they develop a particular ad
campaign for a product, how they locate the appropriate audience and how they select
the best medium. The set contains four cassettes and four filmstrips.
The Audience and the Message
The Product and the Message
The Sponsor and the Message
Advertising Messages and You
40
MEDIA RESOURCES
FILMS
Consumer Power: Advertising (22 min.) MP-08-185
Ralph Nader, consumer advocate, and Ted Factor, advertising executive, debate
The purposes and functions of advertising in our society.
Promises (20 min.) MP-08-433
The film explores advertising and its persuasive influence on our lives through
a series of entertaining satires on television commercials. Stacy Keach narrates.
TV News: Measure of the Medium (16 min.) MP-08-158
This film demonstrates the complexities of broadcast j journalism. It provides
a frame of reference for critical judgment of news content and affirms the need
to employ many sources of information to be well informed.
Disc Jockey (25 min.) MP-12-240
During an actual working day in a sound studio, John “Records” Landecker discusses
the nature of his work, the development of his career, and his observations about
the nature of the radio medium and its special appeal to young audiences.
Think Twice: Persuasion Game (19 min.) MP-08-571
A number of vignettes are used by others to get us to think or buy or do
something. The situations involve politicians, governmental propaganda techniques,
the media, advertisers and personal appeals.
Think Twice: They’re Confusing You (19 min.) MP-08-612
The film shows various kinds of faulty or misleading statements and information.
It shows how facts can be distorted and concealed.
41
MEDIA RESOURCES
FILMS
Available through: Audiovisual Services
Department of Education
Commonwealth of Virginia
Richmond, VA 23216
Development of Communication (10 min.) 11904
Trace development of the modern methods of communication – television,
teletypes, wirephotos, etc.
Effective Writing – Learning from Advertising Language (11 min.) 05306
Examines actual advertisements to reveal some of the language techniques used by
advertisers to attract and maintain interests.
The First Freedom (21 min.) 37209
Examines the historic and important role the news media has played in America.
How to Read Newspapers (14 min.) 68109
Presents news sources, newspaper organization, the role of reporters and editors,
and the subtler elements of fact, opinion, bias, and newspaper personality, as
factors for the critical reader to consider.
Newspaper Layout (14 min.) 06510
Tells in layman’s terms what goes into the production of a daily periodical.
Newspaper Story (27 min.) 02013
Traces a twenty-four hour period in the life of the Los Angeles Times. Shows how
news is gathered, written and edited, and how newspapers are printed.
One Week (23 min.) 89209
42
Shows the working methods and psychological realities of a journalist’s life.
FILMS (Continued)
Today’s Newspaper (22 min.) 91408
Tells what goes into the production of a dynamic daily periodical.
Careers in Communication (30 min.) 80912
Tells what workers in the communication areas do. Gives a close up look at the
various opportunities available, and some of the skills and talents required.
Is a Career in Radio or Television for You? (15 min.) 90009
Acquaints students with the career opportunities available in radio and
television.
Jobs in the City: Mass Media (11 min.) 16506
Explores the variety of jobs in radio, television, newspaper, and advertising
agencies, including both technical and creative skills.
43
MEDIA RESOURCES
VIDEOTAPES
The First Amendment and Hate Speech (VTC-2656)
The ongoing debate over interpretations of right of free speech.
Telecommunications (VTC-3253) (70 min.)
Learn about various instruments of telecommunication: telephone, radio,
television, and geostationary satellites.
Women Seen on T.V. (VTC-3071)
Condenses and edits broadcast footage from 3 major networks to provide a critical
look at how the feminine gender is portrayed (stereotypes, gender, ethnicity).
Annual News Reviews (1992 – VTC-3143, 1991 – VTC-3144, 1990 – VTC-3145, 1989 – VTC-3146)
Compilations of CNN news reports of the most important stories of the year.
Six Million $$$ Sell (VTC-112) (15 min.)
Covers basic techniques used by television advertisers.
44
MEDIA RESOURCES
INSIDE TELEVISION NEWS SERIES
VTC-1977 What is News?
VTC-1978 The Key Players
VTC-1979 The Power of TV News
VTC-1980 Ethics
VTC-1981 A Day in the Life of a Reporter
45
CLASSROOM SPEAKERS
For Your Information
NEWS WRITING
Paul Hodge The Washington Post (Fairfax Bureau)
Marie Ridder Philadelphia Inquirer (free lance) 524-6266
Anne Cale Adams former Loudoun Times-Mirror 338-5994
Patrick Sloyan Baltimore Sun 338-4076
(work) 725-2137
Donna Acquaviva Washington Post 777-6802
Speaker’s Bureau Washington Post
1150 15th Street, N.W.
Washington, D.C. 20079
FEATURES
Russell Baker New York Times
Jake Page Smithsonian Magazine
Bill Still National Inquirer 338-6555
SPORTS
Len Shapario The Washington Post 364-2830
46
CLASSROOM SPEAKERS
For Your Information
PHOTOGRAPHY
Dominique Van Steyn AP 554-8205
Rob Gardner Documentaries 668-6338
Peter Winants (retired) Chronicles of the Horse 687-6896
John McDonnell The Washington Post 527-8943
Doug Graham Loudoun Times-Mirror 777-1111
777-1802
Neil Steinberg Photo Works 777-4002
Joanne Lawton Great Falls Gazette 777-8590
GRAPHIC ARTISTS
Stilson Greene 338-6106
Folio Graphics 430-5533
TYPOGRAPHY
Jim Price Vo-Tech 771-6560
Anne Bosley formerly with Potomac Press 777-7806
PUBLISHING
Arthur Arundel Arundel Communications 471-9596
13878 Park Center
Herndon, Virginia
Tom Byrd Winchester Star
47
CLASSROOM SPEAKERS
For Your Information
TELEVISION
Bill Doerken Vo-Tech 771-6560
Bettina Gregory ABC News 338-7248
Mike Hambrick WJLA Channel 7 779-2525
David Statter WUSA Channel 9 521-4549
(work) 364-3807
Warner Amex Reston
Cablevision of Loudoun Leesburg 777-4700
TOURS
CNN
USA Today
Winchester Star
Chronicle of the Horse
WAGE Radio
Board of Supervisors
The Fairfax Journal Journal Newspapers 750-2000
6883 Commercial Drive
Springfield, Virginia
48
ADVERTISING
Paul Drasiey KBK Advertising 687-3772
Mouncey Ferguson Mouncey Ferguson and Associates 777-6795
RADIO
WAGE 777-1290
